Implementing Collaborative Transnational Teaching and Learning Pedagogies

A Case Study

Indira Singh
Nripendra Singh

The pedagogical approaches adopted by faculty to teach concepts of management continues to be a challenge for faculty engaging such courses. The approaches adopted can be student centric or faculty centric. The current paper delves upon one such course where faculty adopted a student centric Collaborative Online International Learning (COIL) cross border approach to teach International Business through a student centric pedagogy. Such an approach can be a true challenge for institutions in both home and host countries, especially with respect to program design and implementation. This is a case study embedded in realism. In this paper the experiences of online cross border academic collaboration for one semester for students of Marketing Management is delineated. This initiative was a precursor to a more immersive interaction. The pedagogical initiative operated in USA and India. From the feedback received from students and faculty some important factors promoting engagement among students were identified. The findings suggest that program design and delivery are important in management of such initiatives if students are expected to develop global competencies. Collaborative Online International Learning (COIL) has emerged as an innovative way to provide intercultural exposure, engage the students with diverse backgrounds and engage them meaningfully in the current context.

Singh, I & Singh, N. (2022, May 13). Implementing Collaborative Transnational Teaching and Learning Pedagogies: A Case Study [Paper]. International Conference on Global Diversity and Inclusion in Higher Education (ICGDI 2022), Clarion, Pennsylvania. https://harbor.klnpa.org/clarion/islandora/object/islandora%3A5435

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